Journal of Moral Education最新文献

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Applying variable- and person-centered approaches in the study of higher education learning outcomes 在高等教育学习成果研究中应用可变和以人为本的方法

4区教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH

Journal of Moral Education

Pub Date : 2023-09-19 DOI: 10.1080/03057240.2023.2252615

Ella Anghel, Henry I. Braun, Audry A. Friedman

ABSTRACTMany believe that higher education contributes to students’ joint cognitive and non-cognitive development. However, relevant empirical evidence of that is scarce. Employing a sample of 348 college students, the present study explored the relationships among a range of outcomes using both a variable- and a person-centered approach. We found that a sense of purpose, strength of principles, and moral agency were positively associated. However, cognitive and non-cognitive outcomes were only weakly correlated. We also found that most students had either high or low scores in all of the measured outcomes, but some had non-uniform profiles. These results suggest that colleges should not assume that cognitive and non-cognitive developments are strongly related. College students likely need differentiated instruction and support, depending on their individual backgrounds, interests, and levels of the target constructs.KEYWORDS: Higher educationmoral judgment developmentcognitive developmentlatent profile analysis AcknowledgmentsWe would like to thank Andres Castro Samayoa, Chris Constas, Kerry Cronin, Gabrielle Thome, and the instructors of the Perspectives program at Boston College for their assistance with data collection.Disclosure statementNo potential conflict of interest was reported by the author(s).Data availability statementData will be made readily available upon request for research purposes.Notes1. One group of students from which data were collected was not asked to provide age, see below.2. The EHD students’ CT scores were also reported elsewhere (Anghel et al., Citation2021).Additional informationFundingFunding was provided by an Ignite grant through Boston College.Notes on contributorsElla AnghelElla Anghel recently earned her Ph.D. from the Department of Measurement, Evaluation, Statistics, and Assessment at the Lynch School of Education and Human Development, Boston College. Her current research focuses on technology-enhanced assessment and learning.Henry I. BraunHenry I. Braun is the Boisi Professor of Education and Public Policy at Boston College. He specializes in testing and education policy; assessment design and analysis; and higher education outcomes. He has won awards from the AERA, NCME, is a fellow of both the ASA and AERA, and an elected member of the National Academy of Education and the American Academy of Arts & Sciences.Audry A. FriedmanAudry A. Friedman is a retired Associate Professor of Teaching, Curriculum, and Society at the Lynch School of Education and Human Development at Boston College. Currently she is a researcher, instructor, and supervisor for the Urban Catholic Teacher Corps at Boston College. Her research addresses moral-cognitive decision-making and critical reasoning and formative experiences that nurture the development of critical reasoning, meaning, and purpose in young adults.

摘要许多人认为，高等教育促进了学生认知和非认知的共同发展。然而，相关的经验证据是稀缺的。本研究以348名大学生为样本，采用以变量为中心和以人为中心的方法，探讨了一系列结果之间的关系。我们发现使命感、原则的力量和道德能动性呈正相关。然而，认知和非认知结果仅呈弱相关。我们还发现，大多数学生在所有测量结果中都有高分或低分，但有些学生的情况并不一致。这些结果表明，大学不应该假设认知和非认知发展是密切相关的。大学生可能需要不同的指导和支持，这取决于他们的个人背景、兴趣和目标构念的水平。致谢致谢致谢致谢致谢致谢致谢致谢致谢致谢致谢致谢致谢致谢致谢致谢致谢致谢致谢致谢致谢致谢致谢致谢致谢致谢致谢致谢致谢致谢致谢致谢致谢致谢致谢致谢致谢致谢致谢致谢致谢致谢致谢致谢致谢致谢致谢致谢致谢致谢致谢致谢致谢致谢致谢致谢致谢致谢致谢致谢致谢致谢致谢致谢披露声明作者未报告潜在的利益冲突。数据可用性声明应研究目的的要求，我们将随时提供数据。收集数据的一组学生没有被要求提供年龄，见下文2。EHD学生的CT分数在其他地方也有报道(Anghel et al.， Citation2021)。其他信息资金由波士顿学院的Ignite资助提供。ella Anghel最近获得了波士顿学院林奇教育与人类发展学院测量、评估、统计和评估系的博士学位。她目前的研究重点是技术增强的评估和学习。Henry I. Braun是波士顿学院教育和公共政策的Boisi教授。他专门研究考试和教育政策;评估设计与分析;以及高等教育的成果。他曾获得美国艺术与科学学会(AERA)、NCME颁发的奖项，是美国艺术与科学学会(ASA)和美国艺术与科学学会(AERA)的会员，也是美国国家教育学院和美国艺术与科学学院的当选成员。Audry a . Friedman是波士顿学院林奇教育与人类发展学院教学、课程与社会的退休副教授。目前，她是波士顿学院城市天主教教师团的研究员、讲师和主管。她的研究涉及道德认知决策和批判性推理以及培养年轻人批判性推理、意义和目的发展的形成性经验。

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引用次数: 0

Potential benefits of employing large language models in research in moral education and development 在道德教育和发展研究中使用大型语言模型的潜在好处

4区教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH

Journal of Moral Education

Pub Date : 2023-09-15 DOI: 10.1080/03057240.2023.2250570

Han, Hyemin

Recently, computer scientists have developed large language models (LLMs) by training prediction models with large-scale language corpora and human reinforcements. The LLMs have become one promising way to implement artificial intelligence with accuracy in various fields. Interestingly, recent LLMs possess emergent functional features that emulate sophisticated human cognition, especially in-context learning and the chain of thought, which were unavailable in previous prediction models. In this paper, I will examine how LLMs might contribute to moral education and development research. To achieve this goal, I will review the most recently published conference papers and ArXiv preprints to overview the novel functional features implemented in LLMs. I also intend to conduct brief experiments with ChatGPT to investigate how LLMs behave while addressing ethical dilemmas and external feedback. The results suggest that LLMs might be capable of solving dilemmas based on reasoning and revising their reasoning process with external input. Furthermore, a preliminary experimental result from the moral exemplar test may demonstrate that exemplary stories can elicit moral elevation in LLMs as do they among human participants. I will discuss the potential implications of LLMs on research on moral education and development with the results.

近年来，计算机科学家通过使用大规模语料库和人类强化训练预测模型，开发了大型语言模型(llm)。llm已经成为在各个领域精确实现人工智能的一种有前途的方法。有趣的是，最近的法学硕士具有模拟复杂的人类认知的新兴功能特征，特别是上下文学习和思维链，这在以前的预测模型中是不可用的。在本文中，我将研究法学硕士如何有助于道德教育和发展研究。为了实现这一目标，我将回顾最近发表的会议论文和ArXiv预印本，以概述llm中实现的新功能特性。我还打算用ChatGPT进行简短的实验，以调查法学硕士在处理道德困境和外部反馈时的行为。结果表明，法学硕士可能有能力解决基于推理的困境，并在外部输入的情况下修改其推理过程。此外，道德范例测试的初步实验结果可能表明，模范故事可以在法学硕士中引起道德提升，就像在人类参与者中一样。我将讨论法学硕士对道德教育和发展研究的潜在影响。

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引用次数: 0

Forgiveness and decision-making by victims of harm: Education for forgiveness as a dimension of moral education 伤害受害者的宽恕与决策:宽恕教育作为道德教育的一个维度